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Junior Pat Fortuna and eighth grader Charles Togneri edit a film at HUD-TV. | by Clement Doucette

by Clement Doucette

Climbing the steep, difficult path up Mount Wachusett proved to be more challenging than any of us had anticipated. My senior mentor, Bruno, led me and my eighth grade friends up the mountain. As new high schoolers, we were inspired by the accomplishments of our senior mentors; we heard their stories of college applications and fond high school memories.

Now, as a senior, I see a startling disconnect between the upperclassmen and the eighth graders. Generally, the two groups are isolated from one another, rarely communicate, and as a result, the eighth graders tend to be the subject of generalizations by the upperclassmen.

“There’s a lot of [eighth graders] that are really intelligent and nice,” said eighth grader Alessa Maiuri. “However, they still get the title of the ‘eighth graders’ and are overall a generally despised grade.”  

The geography of HHS only exacerbates this growing problem, since it relegates eighth graders to their own section of the high school.  The program of studies prevents underclassmen from enrolling in many of the same elective classes as upperclassmen. Consequently, many older students are unaware of the accomplishments and talents of younger students. These two groups can only interact through after school clubs and activities, or through team-building exercises such as the ones held during my eighth grade year.  

“I think some of the upperclassmen don’t classify [the eighth graders] as being part of the high school, even though they sort of are,” said Maiuri.  

Of course, not all seniors view the eighth graders in this way. Clubs such as HUD-TV have been successful in connecting students from different grades. Still, these benefits are not extended to all students, as only a fraction are members of these clubs.  

Wellness teacher Dee Grassey taught at Hudson High School during the mentor program’s heyday. She noted that the mentor program acted as an important bridge between upper and lower grades and supports its return.  

“I know they’re coming from a middle school to a high school, which is difficult,” said Grassey.  “Of course, puberty is a big issue, which has to do with their maturity.  I know that those are all factors, and I do think that they need a big brother or sister.”

Although the mentoring program would make the rough transition between middle and high school easier, it requires dedication and input from the seniors.

“The problem with senior mentoring is that seniors have a lot on their plate,” said Grassey.  “What I’ve seen consistently is a problem with keeping it up throughout the year.  It’s that commitment.  The program starts off really great, but by this time of the year, it’s gone.”

Commitment is a problem within any extracurricular activity. Without a system to hold members accountable, students that are not passionate either lose interest or drop out of the program. Others become bogged down with coursework and other extracurriculars.  Senior Ariana Jordan-MacArthur expressed these concerns.

“I just remember it being a really, really fun trip,” said Jordan-MacArthur. “However, I don’t remember being all that connected with my senior buddy.  I mostly just remember having fun with my friends.  I do know that the buddies were there; they were just not really that interactive.”

Despite these issues, Jordan-MacArthur wants to see the program return.  “I would love for [mentors] to come back, and I would love to be [one], too.  I know that our class is very spirited and likes to involve everybody, so I think that if we did bring that back, we would have a lot of people who would be willing to be mentors for the eighth graders.”

Still, any interaction between senior mentors and eighth graders is better than none.  Giving attention to the school’s youngest students could make them feel accepted in the school community.

“With every class, you have that core group that need more help or guidance.  Children sometimes learn more from other children than they do from adults,” said Grassey.  “That’s why I think mentoring programs are so important.”

Despite the efforts of staff members, students must build those connections between the grades. These connections need to be natural and unforced.  Bringing back the mentoring program could build these valuable connections that both eighth graders and seniors desire.

“You can hold meetings and think up great ideas,” said Grassey. “However, if the students don’t follow up with it, there’s nothing one person or an advisor alone can do.”  

Although the program needs to have some degree of structure, providing interested seniors and eighth graders with an interest survey could pair like-minded students. Having an eighth grade mentee or a senior mentor with similar interests would make these students more willing to talk and to continue the program.

When I participated, my mentor and I did not share much common ground, and as a result, I did not learn as much from him as I could have.  The keys to a successful mentoring program are natural conversations, shared interests, and meaningful dialogue.

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Grade 9 course selections: 2017-2018 | by Brianna Cabral

by Brianna Cabral

Freshmen are given 44 electives to choose from, 36 of those electives being fine arts or technology/business, which only leaves 8 other academic electives. Freshmen should not be burdened with course limitations and fewer academic options due to their youth.

This system was put in to separate the upper- and underclassmen. The school tried to keep certain electives available to only eighth and ninth graders, and most electives are specific to grades 10-12 due to more advanced topics. One of the biggest concerns was having 13-15 year olds grouped with 16-18 year olds because of the difference in maturity. But this did not entirely prevent them from being in the same classes.

These age groups already interact. Freshmen can take classes with juniors and seniors in their electives and language classes.

The world language classes include all grades.  In my own Portuguese class last year, when I was a eighth grader, I had a senior, a junior and a handful of sophomores. We see them throughout the halls and at lunch every day. Student athletes are most likely on teams with seniors and other upperclassmen. Only the core classes like history, science, English, and even math separate the grades.

These restrictions prevent freshmen from taking Contemporary Legal Issues, all World Cultures classes, Ethics, Economic Theories, Cold War Era & Film, Sociology, Astronomy, Zoology, Marine Ecology, TV News, Honors Accounting I, Architecture & Interior Design, Exploring Mobile Apps, Photography, Advanced Theatre Studies(full year), and more.

It is understandable that a freshman may not get into a class because there are more seniors/juniors requesting it. Without the ability to even sign up for the class, freshmen have no chance.

For some classes this restriction make sense. To take anatomy and physiology, students need to have taken biology. Students take biology freshman year. But for other classes listed above, there is no requirement to take another class prior to that one.

Sometimes the content requires this separation of grades. June Murray’s World Culture classes are only open to 10-12th graders. She is “not sure that World Cultures is an appropriate class for freshmen. As an anthropology course there is candid discussion of human behaviors that may not be appropriate content for younger students.”

Freshmen and sophomores are only one year apart, but according to Murray, “sophomore year most students are beginning to develop academic independence, something most freshmen do not have.” Murray has had experience with teaching freshmen before, so she knows how they learn. “Whether we are 50 or 15 we have different needs.”

With four different World Cultures classes, she thinks two would be appropriate for freshmen to take, Middle East and Eastern Faiths.

“[They] have to be interested, and [they] really have to be prepared to take on independent learning, and if [they] are not I don’t want to be in the position where I am holding [their] hand,” Murray says.

The other two World Cultures classes are Latin America Africa and Asia Oceania. They are anthropology classes, so there is talk about human behavior. “It’s a pretty intense correlation between psychology, sociology, and anthropology. I think that the type of conversations we have about human behavior, many ninth grade parents don’t want their 14 year old discussing sexual practices,” Murray believes.

If parents are uncomfortable with their child being exposed to this content, then the child shouldn’t take the class. But, they are already in high school, and for most freshmen they have already been exposed to sexual content from health classes or other sources. By exposing them earlier, then they will likely deal with it better in the future.

Without opening these classes to the lower grades, we are limiting students’ opportunities to take more classes. Now because students can not take the class they wanted freshman year, they have to take it sophomore year, but their schedule is limited. They can’t take many classes. This problem could cause students to miss the opportunity to take the class before they graduate.

This is a prime example of where a new class could be added for ninth graders and maybe even eighth graders. By adding electives for science and social studies at the eighth and ninth grade levels, students will have a greater probability of getting into a class that interests them.

As an eighth grader, I was put into 2 business/technology classes and an art class. These classes do not connect with the career I’m interested in. Even for freshmen year I wished there was an extra wellness elective or medical classes because that is what I want to do in my future.

Adding more electives will engage students and better prepare them for their future, and isn’t that what schools should be doing?

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by Thomas Freeman

The rapid foreign and domestic policy changes by the Trump administration have hurt American interests at home and abroad.  We have withdrawn from a significant trade deal cutting some economic ties with Asia as well as our American partners. At home, Trump has erased an Obama-era protection of transgender people, enraging advocates and possibly endangering transgender people themselves.

Donald Trump is currently in the process of breaking apart the Trans Pacific Pact (TPP) trade deal. Former President Barack Obama treated trade deals as a priority during his tenure, and this particular deal would have bolstered America’s position in the Asia-Pacific region, where China is growing in influence.  Donald Trump has disagreed saying it favored big business and claiming it was a horrible trade deal.

But in order to understand the significance of this policy change, it’s important to what the trade is.  When it was drafted, President Obama and other world leaders hoped that the TPP would strengthen economic ties between these nations, slashing tariffs and fostering trade to boost growth. Members also hoped to foster a closer relationship on economic policies and regulation.

The TPP was designed so that it could eventually create a new single market, something like that of the EU; but all 12 nations needed to ratify it before it could come into effect. However, the victory of Donald Trump in last year’s Presidential election was the writing on the wall for the TPP.

U.S. participation was the major linchpin for the deal. It may be possible for the other countries to forge a smaller scale pact in its place, but it can’t go ahead in its current form. Those other member states are Japan – the only country to have already ratified the pact – Malaysia, Vietnam, Singapore, Brunei, Australia, New Zealand, Canada, Mexico, Chile and Peru. All taxes would be removed for goods for countries in the agreement.  

After the U.S. pulled out of the TPP, China expressed an interest in joining, which would further strengthen their hold in the region and weaken the U.S. significantly. Backing out of this trade deal could be the action that cuts the U.S. out of one of the most rapidly growing economies in the world, potentially weakening America’s future as an economic superpower.

Trump has also removed protection for transgender people using the bathroom of their identity. White House Press Secretary Sean Spicer defended the action as a “state’s rights issue,” adding that Trump believes that individual states and districts should set their own policies. This means that nothing should change in the northern or coastal states but in the states where conservative opposition to transgender rights has been stronger, the rights are in danger. This had led to an uptick in hate crimes with authorities classifying four murders of transgender people on March 1 as hate crimes.

Very simply, after a person either undergoes gender reassignment  surgery or otherwise fully commits to one gender, they should use the bathroom that matches their identity. Removing these legal protections puts transgender people in danger.  

These new changes have hurt the United States economic future and have added cause for concern for trans people.  In order to fix this we need to take the initiative and expand our trading influence in Asia. We must also provide protection to minority groups, such as transgender people, before hate crimes become out of control.  

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by Siobhan Richards

Under new leadership, the library is embracing a newly enforced policy — no lunches are allowed. This policy denies students who do not feel comfortable in the cafeteria access to their lunches during their designated lunch break, a problem that needs to be addressed.

Jes Caron, the new librarian, has been making changes to the library. While the policy of banning lunch is practical in keeping the library clean, it does not allow students to eat.

It has always been a school policy to not allow food anywhere but in the cafeteria and especially not in carpeted areas, such as classrooms or the library, but because it is open during lunch, students used to be able to bring food in and eat as long as they cleaned up and were not near the computers.

Now, the librarian has been strictly enforcing this policy and has even put up multiple signs and posters around the library.

The concerns over food in the library are valid, such as not allowing lunch near the computers due to risk of spilling, and it is also not in the librarian’s job description to clean up after students.

Small tidy snacks have been allowed thus far; however, students cannot be expected to eat a few snacks and call it lunch.

Nonetheless, students need a place to go if they are uncomfortable or intimidated by the loud and noisy cafeteria. The library is the only safe-haven for students at lunch time, and because of the lunch policy many students are sacrificing their health.

“Lunch is extremely important for high school students for a number of reasons. Students need to maintain their nutritional value throughout the day,” said Wellness teacher Wayne Page. “It’s not good to not eat for a significant portion of the day. A student needs breakfast, lunch, and dinner, as well as everything in between, especially for students at this age group of eighth to twelfth grade.”

As a teacher who also has lunch duty, Page understands the concerns of eating in the cafeteria saying, “I can see how some students would be a little intimidated by the number of kids that are in the cafeteria.”

He later added that there are lots of tables for students to choose from within the cafeteria, which also raises the concern of friend groups and cliques inside school. For some, the cafeteria is a struggle as students search for a group they fit in with in order to find a seat at a table.

There should be another room in the school that is available at lunchtime for students, and in the past, that place was the library. It is a nice and somewhat quiet area for students to do schoolwork, and there is a section of tables that could serve as lunch tables.

We should find a compromise on this issue.

Students should not be able to eat while at the computers to keep the school’s property clean as well as reserving resources for students. Those other tables, however, should be open for students to eat their lunch. Students who clean up after themselves pose no problem to the library or its staff.

The library should regulate food more strictly than the cafeteria does. For example, students should not bring soup or greasy foods to the library, but the average sandwich should not be a problem.

In terms of the clean up effort, students could clean those tables just as a group of students cleans the cafeteria tables every day.

Lunch should not be approached as all-or-nothing issue. That policy hurts the students that the library is supposed to help.

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by Alex McDonald

With 70-minute blocks a day, students find it difficult to stay on task for all of their classes. Out of 104 students who took the survey on class length and its impact, 95 don’t pay attention all of class. That’s 91%. This causes kids to miss important information, and it could explain why their homework isn’t done or why they failed a test or a quiz. However this issue does have two possible solutions: shortening class times and rethinking the way teachers teach.

As you can imagine, shortening class times wouldn’t drastically change the schedule, maybe just trim 10 minutes off each block to allow for another block a day or a study hall period.

In her editorial on the addition of study halls, Serena Richards published a schedule that would accommodate all of the state’s regulations and include shorter blocks, and maybe even a study period.


Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7
Period 1


Block A Block F Block D Block B Block G Block E Block C
Period 2 8:40-9:46 Block B Block G Block E Block C Block A Block F Block D
Study Hall 9:50-10:10 Block C study hall Block A study hall Block F study hall Block D study hall Block B study hall Block G study hall Block E study hall
Period 3 10:14 – 11:20 Block C Block A Block F Block D Block B Block G Block E
Period 4 11:24- 12:56


Block D Block B Block G Block E Block C Block A Block F
Period 5 1:00- 2:03 Block E Block C Block A Block F Block D Block B Block G
Drop Blocks F,G drop D,E drop B,C drop G,A drop E,F drop C,D drop A,B drop


Lunch 1 Lunch 2 Lunch 3
11:25-11:51  (23) 11:25-11:55 (30) 11:20-12:25 (66)
11:5-12:56 (66) 11:59-12:22 (23) 12:29-12:56 (23)
12:26-12:56 (30)

Schedule created by Lucy deMartin, Breanna Lizotte and Siobhan Richards


This schedule still follows all of the educational laws and allows for an extra block in the day. Also this schedule only trims off five minutes from each block. If we were to cut off a little more, even ten minutes, we would have enough time in the day to have six full blocks of education. Blocks would be 60 minutes.

But many would argue against shorter class times because they believe that students would have trouble paying attention no matter the amount of time.  

For example a recent article published in 2014 talks about a study done by psychologists.

According to this study, teenagers have trouble maintaining focus on one thing for an extended period of time. They are able to pay attention to something for about 10-20 minutes, but then they have to refocus. For every time they refocus, their span of attention decreases by 2-5 minutes.

This attention lapse would happen no matter the material or length. Also, the article describing this study was published in 2014. Now, three years later, technology has become an even bigger part of our lives. It mentions in the article that technology can potentially shorten your attention span, so it is possible that the average attention span of a student has gotten shorter since 2014.

According to this study, shorter class times would only help students pay attention if we limited blocks to 20 minutes or less.

However, there is another way to solve this issue. A different article written by a doctor in 2014 also talks about the problem of students not being able to pay attention. This article says that if teachers were to present material in a different way it would help. The article says that if teachers make classes more engaging instead of simply lecturing, students would be able to pick up information and retain it.

Students not being able to pay attention is a problem, but it is a problem we can fix. This isn’t only up to students however; it is teachers who can really make a difference and help students pay attention throughout class.

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by Serena Richards

Adding a study hall into our academic schedule would be beneficial for students and teachers. A study hall would give students time in the day away from traditional time on learning. It’s important to give students the opportunity to take a break and work on homework or de-stress from their academics, as well as seeking help from teachers. Unfortunately many schools in our area don’t have this period.

Most schools oppose study hall, at least in Massachusetts, because of the state law requiring 990 hours of “Time on Learning.” However, in our schedule, we are currently exceeding the 990 hours. A student at Hudson High goes to five different 70-minute blocks in one day, which adds up to 66,813 minutes of “time on learning” a year, which is equivalent to 1,113.55 hours.  

Technically, our schedule allows us to take four minutes off each full day block and add a 20-minute study hall block, and we would still exceed the state’s 990 hours of time on learning. Even with five, 66-minute blocks, it makes 63,513 minutes of “time on learning” a year, which is equivalent to 1,058.55 hours, leaving us still exceeding the law.

An info-graphic comparing how many hours of learning Hudson High completes a year with and without adding a study hall period.
An infographic comparing how many hours of learning Hudson High completes a year with and without adding a study hall period.

Another major argument against a study hall is that teachers don’t see that students are working hard enough in class, so they most likely wouldn’t work during a study hall period. But many students are under so much stress from homework and projects, that they would take advantage of extra time to get help from teachers and peers if they are unable to stay after.

This became so noticeable that three sophomores last year – Lucy deMartin, Breanna Lizotte and Siobhan Richards – decided to do something about it. The group of girls who were taking Psychology decided to look into a study hall period and how it could fit in our schedule with all of the Massachusetts educational regulations. They saw it as a way to combat the stress students are developing from their class loads. For their final project they made a schedule implementing a 20-minute study hall with slightly shorter blocks to offer time for students to get help from teachers and work on their academics.

Ideally, we would implement a 20-minute study hall period right after second block. Students would first report to their third block class at 9:50, and the teacher of that class would take some form of attendance. In this time, students would be able to work on homework and projects from the seven classes they take each term, and if given permission, students could seek help from various teachers or visit the library, if given a pass.  

Screenshot (6)
A five period, 66-minute block schedule, adding in a 20-minute study hall; created by Breanna Lizotte, Lucy deMartin, and Siobhan Richards.
Screenshot (2)
Our current bell schedule with five, 70-minute blocks, implemented in 2013.

Not only would this study hall act as a period of time for students to get help and to get organized, but it could also benefit teachers. This offers additional time for them to be able to help students who aren’t able to stay after or help those struggling in a class. It also gives the opportunity to give them extra time in the day to grade assignments and work on lesson plans.

Pie chart
A pie chart showing the results of a 100- student survey about whether having a study hall period would benefit their education.

It imperative that we allow a study hall period for students. They are at school studying and participating in active learning for nearly six hours. Then they are being assigned anywhere from two to four hours of homework based off the student’s course load. In a recent survey, given to 100 English students in 8th grade to 12th grade, 84 agreed that adding a study hall period would be helpful in furthering their education.  

With all this new information, why don’t we give the students what they want?

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The Washington St. Bridge as viewed from a pathway shortly downstream. | by Dakota Antelman

by Thomas Hydro

As the rest of the state is preparing for what could be a harsh winter, Hudson is preparing for a completely different kind of storm. At the beginning of November, work crews began preparations for the project that promises to bring Hudson’s newfound bustling downtown life to a standstill.

The town of Hudson has decided to rebuild the Washington Street bridge that sits right outside of the downtown area — the main route in and out of town. The construction plan was presented because of a project being undertaken by the Mass Department of Transportation (DOT) to widen roadways and make them safer for travel. The proposed plan is expected to cost around $3,000,000 and take approximately 14 months, with it being expected to be open to traffic in eight of those months according to a DOT handout.

Regardless of the intentions of the reconstruction, this project will surely cause many problems for many people.

As Hudson has welcomed new businesses to its downtown area like the Rail Trail, New City Creamery, and Medusa, it has become a buzzing town even on weeknights. But, with the bridge expected to be closed for around half of the construction process, these businesses could see a drop in business. Having difficulty reaching their destination may turn customers away from going to these businesses. This may be true for only a handful of people, but it still takes away from the profits of businesses in town.

In addition to this potential drop in business, this could make winter travel even more difficult for the people of Hudson. With one of the main routes in and out of town being closed down for the winter, drivers will have to find alternate routes on side roads that may become backed up, making commutes longer, and possibly more dangerous. And with the winter that may be coming our way, the construction may see delay after delay, drawing out inconveniences to the public even longer.

Another issue that this will cause is the bus routes to the high school will have to be changed. As a student who uses the bus to get to school, I can say that my bus and several others use the Washington Street bridge to get onto Brigham Street in the mornings. As construction begins and the bridge closes, the bus routes will have to be altered to find another way to get to the high school. Buses may need to begin their routes earlier to account for the additional time it will take to reach the school, meaning that kids will have to get up even earlier, depriving them of much needed rest before each school day.

The construction may be needed, but the timing is incredibly poor as winter begins to set in and students going to school rely on the bridge to get them to their destination every school day.

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by Dakota Antelman

by Lilah Mercadante

Most of us have taken a selfie before, some more than others. There is nothing wrong with snapping a photo of yourself. The trouble comes when you post it on social media. I am an active Instagram user, and I would argue it is the most popular form of social media among my generation. Selfies appear in my newsfeed daily. With these pictures come a string of compliments consisting of emojis and words like, ‘hot’ and ‘babe.’ These comments are self-esteem boosters for the person in the picture.

Of course, what’s wrong with a little self-esteem boost? Isn’t it a good thing to build self-confidence? Yes. But it should be coming from yourself. When a flood of compliments flash on your screen, this boost is coming from other people. It is not inner love, created from self-appreciation. This is where the problems start.

We all know what that feels like if we have posted a selfie before. When you see the notification pop up on your lockscreen and you open the app to see a number next to a heart, it causes a happy reaction. The bigger the number, the better you feel about yourself.

But when this doesn’t happe,n we inflict negative feelings on ourselves.

What happens when you are used to getting 200 likes and 15 adoring comments on your selfies? What happens when you don’t? Every time someone prepares to post a selfie, they hold it in the same esteem as the ones they have posted before. So when they post a selfie and it doesn’t elicit the same response as previous pictures, they wonder, “What is worse about me now?”

Just a few weeks ago, I heard one of my friends say, “It [her selfie] only got 60 likes, so I took it down.”

This is what happens. A lack of positive response from the public can cause a person to feel ugly and bad about themselves. We disregard our own initial appreciation of the photo and replace those happy feelings with the worrisome and depressing feelings we get from public reaction. This reveals that we consider other people’s opinions to be more important than our own.

The silly thing about this is: it is our face and our body in the picture. It has nothing to do with anybody else. So why do we care? Beauty is subjective like art. Some people like modern art, and some people only like watercolors. Some people double tap only on pictures of brunettes, and some people scroll right past people who aren’t tan. Does this mean everyone has to be tan and have brown hair? Of course not.

As cheesy as it sounds, we need to love ourselves. If you post a picture only to get a small response, leave it up. Admire it. Next time you post a selfie think about how it is going to make you feel. Your lockscreen could be ambushed with likes and comments, or it could be sparse. Just remember my warning: Selfies may cause negative feelings, lack of self-esteem, and impending sadness.

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Massachusetts's electoral college members convened at the Massachusetts State House on Dec. 19 to cast their votes for democrat Hillary Clinton. While Clinton won Massachusett's votes, she fell 38 electoral votes short of the 270 needed to win the presidency. | by Andy Connolly

by Jake Doherty Munro

The 2016 Presidential election ended last month and has now given way to a heated debate about the electoral college. This is largely due to the fact that, as has happened before, the winner of the election was the loser of the popular vote. This is the fourth time it has happened, and each time has caused a comparable amount of outcry – generally by whichever side lost. As such, a substantial number of Democrats are now calling for the abolition of the electoral college for reasons ranging from the fact that they believe it to be undemocratic, to their belief that the electoral college causes candidates to focus too heavily on so-called “swing states.” These reasons are, however, misguided, and while the electoral college has its flaws, the path to improving our elections lies not in repealing it, but reforming it.

The most common grievance levied against the electoral college is that is it undemocratic and makes individual votes irrelevant. While there is a fairly strong argument to back this claim, there is also a simple fact that refutes that argument, and that is that America simply is not a democracy. When America was founded, it was not only done so upon the ideal of being a virtuous republic, but also on the founders’ genuine fear of democracy (which they referred to as “mob rule”), and it was these values that the electoral college grew out of. So, yes: the electoral college is undemocratic. However, so is America.

Another complaint frequently voiced about the electoral college is that it causes candidates to focus too heavily on “swing states,” who do not consistently vote for one party or another, and to ignore more solidly liberal or conservative states, whose votes candidates’ campaigns consider to be locked up one way or another.

This is true, and it happens in every campaign, but it is not necessarily a bad thing: in fact, it often serves to give smaller states a voice, which could otherwise be overpowered by states with a larger population should the President be decided by popular vote. For example, New Hampshire lays claim to only four electoral college votes, yet in each presidential election, it has been one of the most contested and campaigned-in states, in both primary and general elections. This seems strange, as those four votes appear minuscule when compared to the fifty-five votes of California, thirty-eight votes of Texas, and twenty-nine votes of New York, but all of those states are solidly Republican or solidly Democratic, and therefore allow candidates to pay attention to states such as New Hampshire that would be ignored should our president be decided exclusively by popular vote.

None of this is to say, however, that the electoral college is perfect because it isn’t. The fact that our 45th president will have lost the popular vote by nearly three million votes is unacceptable: the majority of voting Americans did not want or select him. However, while the electoral college does have flaws, and this is the most egregious of them, it remains more viable to rid the system of those flaws through reform rather than abolition, which is in many ways too extreme a response.

This reform could come in several different forms: the seemingly simplest solution would be to depart from the winner-take-all method of allocating electoral votes in each state, which effectively silences the minority in that state who did not vote for the winning candidate, and instead award them to each candidate proportionally. This would ensure that all voices in each state are heard, while also allowing candidates to focus on smaller swing states, where even more votes could be earned, ultimately resulting in elections and elected officials more representative of all Americans.

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by Jeepers Media

by Aly Haley

Walking into any mall in the U.S., the first images you see are beautiful women plastered
all over store windows. Commercials play on everyone’s TVs, showcasing these women, and
advertising the ideal woman’s body. But are those ideals achievable? Are they even considered
the average woman?

It used to be that if you were above a size XXL in women’s clothing, your only options
were baggy sweats. Stores never really had a plus size range of clothes, but recently more and
more stores have developed their ranges to include sizes from 16 to 30. As someone who is
plus-sized, I couldn’t be happier, but sometimes this happiness is short-lived.

I often used to dream of being able to wear cute dresses from brands like Forever21, but
for the longest time I couldn’t. They just didn’t carry very many larges or extra-larges. The first
time I discovered the plus-size section in the Natick Mall’s Forever21, I couldn’t contain my
excitement. I was finally going to be able to wear clothes other than those from Old Navy.

But then I actually walked into the section. I mean sure, some clothes were cute, but it was as if the
designer decided that plus-size people can’t wear fashionable clothes.

Society holds this incredibly high standard for women, and especially teens, that they need
to be a flawless size two, but in reality, that’s not true. For the past 10 years, the average woman’s
size was a size 14. But a recent study published in the International Journal of Fashion Design,
Technology, and Education revealed that that size has actually increased to a 16 or 18. While this
study used 5,500 women over the age of 20, and not teenagers to determine this data, researchers
were able to determine that a woman’s average waist size has increased 2.6 inches over the past
21 years.

But then why are all these popular stores among teens and young adults (American Eagle,
Hollister, Pink, etc.) only carrying average sizes x-small to large? Even if I find a store with
my size, they only have one large or x-large, but I always find at least ten smalls in the same shirt
and color. If the average size of an American woman is bigger than what is being carried in
stores, then where are people in that average size supposed to shop? How can anyone expect a 16
year old in high school to shop at stores where all they find are outfits that match their teachers’?

Stores like Torrid, an exclusively plus size store, have created many lines that not only
are flattering and comfortable in plus sizes, but they’re also stylish. This is just one store though,
and it’s not a very common one. The closest one to me is in Natick, and while it’s not that far,
it’s in no way convenient.

Being plus size isn’t easy. It seems as if the entire fashion world has forgotten that there
are people whose waistline is bigger than a size two.